医学院校医事法律专业学生医学人文精神培育研究
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摘要
对于医疗纠纷的频频发生,社会各界早已提出解决方案并加以实施。培养专业的医事法律人才一直是解决这一社会问题的重要措施。然而,近年来医疗纠纷的发生率却有增无减。尽管造成这一现象的原因很多,并不能仅靠培养专业的医事法律人才这一种方式进行解决,但是,我们仍然有必要思考专业人才的培养是否真的能够满足社会的需求,在培养专业人才的过程中是否存在不足之处。医事法律专业的学生毕业后大都从事具有医法相结合性质的工作,这些工作的共同特点在于工作人员始终维护自身所代表的一方的利益。进而导致医方仍不同情患方,患方仍不理解医方,医患矛盾继续恶化的结果。如果医事法律专业人才能在了解医学的本质,具备医学人文精神的基础上从事这类工作,结果将大不相同。
医学人文精神是人文精神在医学领域的体现,是以人类的身心健康生存的可持续发展为价值理想,一切医学活动都应是这种价值理想的物化和对象化的一种精神存在。医学人文精神的培育,是指通过一系列有目的的训练,使得受培育者真正自发地关注人的生命神圣、生命质量、生命价值和人类未来的健康幸福,关注人类身心健康和自然、社会与人之间的和谐互动及可持续发展。机械式地获取医学人文知识,完成课时,修满学分并不是这一系列训练的目的,其真正目的在于使得受培育者在学习人文知识的同时,能够于内心深处积淀出关于生命、健康以及死亡、疾病的正确观念,真正理解医学的含义,并发自内心地关爱生命,理解病人。
本文从医学院校医事法律专业学生医学人文精神的培育出发,着眼当前实际,从观念确立、课程设置、临床教学、师资力量等方面探讨医学院校在医事法律专业学生的医学人文精神培育方面存在的不足。即缺乏培育医事法律专业学生医学人文精神的观念,人才培养目标和实践均缺乏医学人文精神观念;课程体系中医学和医学人文课程较少,医学课程为该专业的辅助课程,且缺乏医学人文课程;临床实习缺乏医学人文精神的培育,医事法律专业学生缺少直接与患者接触的机会;缺乏具备医学人文精神的师资力量,医学教师自身缺乏医学人文精神,没有医学知识的法学教师对医学人文精神的培育更是陌生。为解决医事法律专业人才在处理医疗纠纷、调节医患关系中出现的问题,需要加强该专业学生的医学人文精神培育。医学人文精神培育是现代高等医学院校医事法律专业发展的必然要求,是现代医学模式和医学发展的必然要求。因此,要提高认识,不断加强医学人文观念培育,构建完善的医学人文课程体系,加强临床实习阶段的医学人文精神的培育,加强教师队伍建设。最终唤起人们的重视,实现医事法律专业学生的医学人文精神与法律职业精神并重的局面。
Various measures have been proposed and taken to alleviate the medical dispute. Cultivating the students of medical science of law is one of the important measures. However, the incidence of medical dispute is also rising in recent years. There are so many reasons that we can’t only depend on cultivating the students of medical science of law. It is necessary to know that weather the measure could match the need of society and weather there are some defects in the process. The graduates always engage in the jobs which combine medical and law. The similarity of these jobs is that the employee always gives service to their boss. In that case, there is also little understanding between the doctors and patients. The conflicts worsen continually. If they can understand the nature of medicine and are full of medical humanity, it will be better.
Medical humanity is the humanity in the medical field and reflects the sustainable development of human’s physical and mental health. All the medicine should be the spirit which is the materialization and objectifi- cation of it. Medical humanistic education will make human love life and healthy. It also makes human pay attention to the harmonious interaction and sustainable development among the nature, the society and human by purposive practice. The purpose is not that accessing to the medical humanistic knowledge, finishing curricula and credit hour. The purpose is that forming the right concept about life, healthy and disease. It also is that understanding the medicine and loving life and patients.
This study is mainly starting from the medical humanistic education for the students of medical science of law and focusing on the current practice. It is starting from the concept, teaching content, clinical teaching and teachers to explore the lack of the medical humanistic education for the students of medical science of law. We find that the training objective and the practice are short of the concept of medical humanity. The course of medicine and medical humanity are insufficient in the curriculum. It is difficult to get the chance of contacting the patients for the students. The teachers are also short of medical humanity. In order to solve the problem between doctors and patients, we should strengthen medical humanistic education. At last, people will pay attention to it and the students of medical science of law will get the balance between medical humanity and legal professionalism.
医学人文精神是人文精神在医学领域的体现,是以人类的身心健康生存的可持续发展为价值理想,一切医学活动都应是这种价值理想的物化和对象化的一种精神存在。医学人文精神的培育,是指通过一系列有目的的训练,使得受培育者真正自发地关注人的生命神圣、生命质量、生命价值和人类未来的健康幸福,关注人类身心健康和自然、社会与人之间的和谐互动及可持续发展。机械式地获取医学人文知识,完成课时,修满学分并不是这一系列训练的目的,其真正目的在于使得受培育者在学习人文知识的同时,能够于内心深处积淀出关于生命、健康以及死亡、疾病的正确观念,真正理解医学的含义,并发自内心地关爱生命,理解病人。
本文从医学院校医事法律专业学生医学人文精神的培育出发,着眼当前实际,从观念确立、课程设置、临床教学、师资力量等方面探讨医学院校在医事法律专业学生的医学人文精神培育方面存在的不足。即缺乏培育医事法律专业学生医学人文精神的观念,人才培养目标和实践均缺乏医学人文精神观念;课程体系中医学和医学人文课程较少,医学课程为该专业的辅助课程,且缺乏医学人文课程;临床实习缺乏医学人文精神的培育,医事法律专业学生缺少直接与患者接触的机会;缺乏具备医学人文精神的师资力量,医学教师自身缺乏医学人文精神,没有医学知识的法学教师对医学人文精神的培育更是陌生。为解决医事法律专业人才在处理医疗纠纷、调节医患关系中出现的问题,需要加强该专业学生的医学人文精神培育。医学人文精神培育是现代高等医学院校医事法律专业发展的必然要求,是现代医学模式和医学发展的必然要求。因此,要提高认识,不断加强医学人文观念培育,构建完善的医学人文课程体系,加强临床实习阶段的医学人文精神的培育,加强教师队伍建设。最终唤起人们的重视,实现医事法律专业学生的医学人文精神与法律职业精神并重的局面。
Various measures have been proposed and taken to alleviate the medical dispute. Cultivating the students of medical science of law is one of the important measures. However, the incidence of medical dispute is also rising in recent years. There are so many reasons that we can’t only depend on cultivating the students of medical science of law. It is necessary to know that weather the measure could match the need of society and weather there are some defects in the process. The graduates always engage in the jobs which combine medical and law. The similarity of these jobs is that the employee always gives service to their boss. In that case, there is also little understanding between the doctors and patients. The conflicts worsen continually. If they can understand the nature of medicine and are full of medical humanity, it will be better.
Medical humanity is the humanity in the medical field and reflects the sustainable development of human’s physical and mental health. All the medicine should be the spirit which is the materialization and objectifi- cation of it. Medical humanistic education will make human love life and healthy. It also makes human pay attention to the harmonious interaction and sustainable development among the nature, the society and human by purposive practice. The purpose is not that accessing to the medical humanistic knowledge, finishing curricula and credit hour. The purpose is that forming the right concept about life, healthy and disease. It also is that understanding the medicine and loving life and patients.
This study is mainly starting from the medical humanistic education for the students of medical science of law and focusing on the current practice. It is starting from the concept, teaching content, clinical teaching and teachers to explore the lack of the medical humanistic education for the students of medical science of law. We find that the training objective and the practice are short of the concept of medical humanity. The course of medicine and medical humanity are insufficient in the curriculum. It is difficult to get the chance of contacting the patients for the students. The teachers are also short of medical humanity. In order to solve the problem between doctors and patients, we should strengthen medical humanistic education. At last, people will pay attention to it and the students of medical science of law will get the balance between medical humanity and legal professionalism.
引文
1.佚名.我国医疗纠纷年增加20%武汉拟设中立机构调解[EB/OL]. (2010-06-16) [2011-02-20]. http://news.sohu.com/20100616/n272836382.shtml.
2.刘京京.期待医疗纠纷调解“第三方”[EB/OL].[2011-02-20]. http://magazine.caijing.com.cn/ 2008-09-15/110066422.html?%DB%A9?%C6%A2?)%E0%B2%89???%CF%B5%D7%8E?%DB%8D%F4%86%99%A5.
3.Fackson M. Medical humanities in medical education [J]. Medical Education, 1996(30):395.
4.General Medical Council. Tomorrow’s doctors-recommendations on undergraduate medical education[R].London:199.
5.Meakin R. Medical humanities in undergraduate medical education: moving on [J].Medical Humanities,2002,28(1):32.
6.蒯强.法国医学院校人文社会科学课程及其特色[J].复旦教育论坛,2004,2(1): 93.
7.罗汝珍.中国高等医学教育中的人文精神培育研究[D].长沙:中南大学,2005.
8.全国高等医学教育学会.全球医学教育最低基本要求[C].北京:高等教育出版社, 2002:22,1-3.
9.刘虹.50年来国内外医学人文教育发展历程的回顾与展望[M].//张大庆,陈琦.中国医学人文教育——历史、现状与前景.北京:北京大学出版社,2006:196-197.
10.马广信,王云贵.临床医学本科毕业生质量评价指标的构建[J].西南国防医药, 2007,17(2):240-242.
11.李春艳,邓瑞娇.护理人文教育的现状及对策[J].护理教育, 2006,12(39):2827.
12.周英,郝燕萍.我国高等护理教育中人文教育现状分析与对策[J].2010,10(5): 347.
13.雷雅燕,朱红,彭艺,等.口腔医学生人文关怀意识教育的思考[J].昆明医学院学报,2007,28(3B):395-396.
14.张俊祥.在医学专业课程教学中注重人文精神的渗透——以医学影像学专业为例[J].安徽医药,2008,12(4):380-382.
15.王月玲.论科学与人文的起源[J].科技进步与对策,2005(7):53.
16.钱穆.中国文化与中国人[M].北京:中国青年出版社,1989.
17.谷声然.人文精神的内涵探析[J].西华师范大学学报:哲学社会科学版,2010(1): 78-82.
18.徐复观.中国人文精神之阐扬[M].北京:中国广播电视出版社,1996:135.
19.时统君,陆召军.医学人文精神探析[J].卫生软科学,2008,22 (2):122.
20.朱贻庭.伦理学大辞典[M].上海:上海辞书出版社,2002:179.
21.Luban D. Lawyers and Justice: An Ethical Study[M]. Princeton: Princeton University Press, 1988:11.
22.郑金火.忠诚与正义:律师职业价值的核心精神[J].法治研究,2008(8):41.
23.沈晓阳.道德正义论[J].华南理工大学学报:社会科学版,2000,2(2):3.
24.西季威克.伦理学方法[M].廖申白,译.北京:中国社会科学出版社,1993:286.
25.万俊人.现代西方伦理学史·上卷[M].北京:北京大学出版社,1990:131.
26.梅因.古代法[M].沈景一,译.北京:商务印书馆,1959:97.
27.罗蒂.后形而上学希望[M].张国清,译.上海:上海译文出版社,2009:298-318.
28.雷光和,贺红强.论医学院校设置医事法学专业的必要性[J].成都中医药大学学报:教育科学版, 2005,7(2):24.
29.陈绍辉.医疗法律人才培养模式:现状与困境[EB/OL].(2008-03-21) [2011-03-20]. http://jxwsf.fyfz.cn/blog/jxwsf/index.aspx?blogid=329005.
30.佚名.我国医事法律专业设置现状及其发展[EB/OL].(2009-08-31) [2011-03-20]. http://jxwsf.fyfz.cn/art/514546.htm.
31.天津医科大学.天津医科大学法学专业(医事法律方向)第二学位教学计划[EB/OL]. [2011-03-21].http://www.docin.com/p- 20055427.html.
32.陈绍辉.卫生法学理论体系初探[J].南京中医药大学学报:社会科学版,2007,8 (2):91.
33.黄敏,王安富,石悦,等.论我国医学院校医事法律复合型人才的培养[J].医学与哲学:人文社会医学版,2007,28(12):55- 56.
34.杨自根.医学院校医事法学专业课程的科学设置[J].中国卫生法制,2008,17(6): 32.
35.陈绍辉,钟双喜.医疗法律人才培养模式探析[J].中国卫生事业管理,2010(1): 41.
36.谢波,何代丽,刁娟,等.非临床专业医学本科生临床课集中见习的初步评价[J].医学教育探索,2009,8(10):1211.
37.何渊,周琴生,张晓,等.浅谈医学文化中的人文精神培养[J].医学与哲学:人文社会医学版, 2007,28(5):48.
38.胡振宇.现代医学教育人文关怀精神培养模式的研究[J].科技信息,2008(27): 30.
39.程齐波.医学的精华蕴于言行[N].健康报,2007-03-30(3).
40.赵学良,张小飞,吕建莉.加强对医学临床实习生人文素质教育和培养的思考[J].长春理工大学学报,2005,18(4):87.
41.刘华钢,陈媛.在医学专业课中融入人文精神教育的思考[J].广西医科大学学报, 2004(21):1-2.
2.刘京京.期待医疗纠纷调解“第三方”[EB/OL].[2011-02-20]. http://magazine.caijing.com.cn/ 2008-09-15/110066422.html?%DB%A9?%C6%A2?)%E0%B2%89???%CF%B5%D7%8E?%DB%8D%F4%86%99%A5.
3.Fackson M. Medical humanities in medical education [J]. Medical Education, 1996(30):395.
4.General Medical Council. Tomorrow’s doctors-recommendations on undergraduate medical education[R].London:199.
5.Meakin R. Medical humanities in undergraduate medical education: moving on [J].Medical Humanities,2002,28(1):32.
6.蒯强.法国医学院校人文社会科学课程及其特色[J].复旦教育论坛,2004,2(1): 93.
7.罗汝珍.中国高等医学教育中的人文精神培育研究[D].长沙:中南大学,2005.
8.全国高等医学教育学会.全球医学教育最低基本要求[C].北京:高等教育出版社, 2002:22,1-3.
9.刘虹.50年来国内外医学人文教育发展历程的回顾与展望[M].//张大庆,陈琦.中国医学人文教育——历史、现状与前景.北京:北京大学出版社,2006:196-197.
10.马广信,王云贵.临床医学本科毕业生质量评价指标的构建[J].西南国防医药, 2007,17(2):240-242.
11.李春艳,邓瑞娇.护理人文教育的现状及对策[J].护理教育, 2006,12(39):2827.
12.周英,郝燕萍.我国高等护理教育中人文教育现状分析与对策[J].2010,10(5): 347.
13.雷雅燕,朱红,彭艺,等.口腔医学生人文关怀意识教育的思考[J].昆明医学院学报,2007,28(3B):395-396.
14.张俊祥.在医学专业课程教学中注重人文精神的渗透——以医学影像学专业为例[J].安徽医药,2008,12(4):380-382.
15.王月玲.论科学与人文的起源[J].科技进步与对策,2005(7):53.
16.钱穆.中国文化与中国人[M].北京:中国青年出版社,1989.
17.谷声然.人文精神的内涵探析[J].西华师范大学学报:哲学社会科学版,2010(1): 78-82.
18.徐复观.中国人文精神之阐扬[M].北京:中国广播电视出版社,1996:135.
19.时统君,陆召军.医学人文精神探析[J].卫生软科学,2008,22 (2):122.
20.朱贻庭.伦理学大辞典[M].上海:上海辞书出版社,2002:179.
21.Luban D. Lawyers and Justice: An Ethical Study[M]. Princeton: Princeton University Press, 1988:11.
22.郑金火.忠诚与正义:律师职业价值的核心精神[J].法治研究,2008(8):41.
23.沈晓阳.道德正义论[J].华南理工大学学报:社会科学版,2000,2(2):3.
24.西季威克.伦理学方法[M].廖申白,译.北京:中国社会科学出版社,1993:286.
25.万俊人.现代西方伦理学史·上卷[M].北京:北京大学出版社,1990:131.
26.梅因.古代法[M].沈景一,译.北京:商务印书馆,1959:97.
27.罗蒂.后形而上学希望[M].张国清,译.上海:上海译文出版社,2009:298-318.
28.雷光和,贺红强.论医学院校设置医事法学专业的必要性[J].成都中医药大学学报:教育科学版, 2005,7(2):24.
29.陈绍辉.医疗法律人才培养模式:现状与困境[EB/OL].(2008-03-21) [2011-03-20]. http://jxwsf.fyfz.cn/blog/jxwsf/index.aspx?blogid=329005.
30.佚名.我国医事法律专业设置现状及其发展[EB/OL].(2009-08-31) [2011-03-20]. http://jxwsf.fyfz.cn/art/514546.htm.
31.天津医科大学.天津医科大学法学专业(医事法律方向)第二学位教学计划[EB/OL]. [2011-03-21].http://www.docin.com/p- 20055427.html.
32.陈绍辉.卫生法学理论体系初探[J].南京中医药大学学报:社会科学版,2007,8 (2):91.
33.黄敏,王安富,石悦,等.论我国医学院校医事法律复合型人才的培养[J].医学与哲学:人文社会医学版,2007,28(12):55- 56.
34.杨自根.医学院校医事法学专业课程的科学设置[J].中国卫生法制,2008,17(6): 32.
35.陈绍辉,钟双喜.医疗法律人才培养模式探析[J].中国卫生事业管理,2010(1): 41.
36.谢波,何代丽,刁娟,等.非临床专业医学本科生临床课集中见习的初步评价[J].医学教育探索,2009,8(10):1211.
37.何渊,周琴生,张晓,等.浅谈医学文化中的人文精神培养[J].医学与哲学:人文社会医学版, 2007,28(5):48.
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